Preparing students for higher education and eventually for participation in the 21st century work force is no easy task. Whether they work in business or government, our graduates will be thrust into an interdependent competitive world where they will be expected to solve open-ended, complex, ambiguous problems. Often, they will work in groups or teams and they will be asked to think critically and creatively.
   
Consider the fact that politicians are radically changing the landscape where educators work. The results of high-stakes standardized tests are being used to assess both students and teachers. Inevitably, teachers feel an increasing pressure to teach to the test. More and more time will be spent on test-prep. I fear that this approach won’t adequately prepare our children for the challenges of the future.
   
So here’s a question to consider: Should teachers spend a lot of time teaching to the test? It’s an important question.
   
To be pragmatic, the current testing fad will probably last a while and will most likely affect what is taught. However, there are hopefully things that can be done to minimize the negative side-effects of the testing trend.
   
Imagine how boring it must be to sit through a class that just preps you for a state test and doesn’t really get you to think deeply about or work creatively with the subject matter. It could be enough to drive someone who might have become a great doctor to hate science, someone who might have become a top engineer to hate math, or someone who might have written a ground-breaking best-selling novel to hate writing. An over-emphasis on state tests can stifle curiosity and cause someone to lose interest in fascinating subjects.
   
Yet, there is hope. Perhaps the testing trend need not dictate how the curriculum is taught. In my opinion, if teachers are encouraged to focus on creativity and critical thinking as they engage their students, they will inspire lifelong learners rather than just prepping kids who have to get through a state test.
   
I believe that we should encourage our school administrators and teachers to strike a sensible balance between preparation for standardized state exams and the development of a deep, rich curriculum that focuses on how our children think critically and creatively. One day our children will need to be able to work in groups to solve some very tough problems. It is our duty to ensure that they will have the tools that they’ll need to succeed in the 21st century.

By J. L. Toscano